The Impact of Motivation and Social Support on the Academic Performance of High School Student-Athletes

Abstract

This study examined the relationship of motivation and social support with the academic performance of high school student-athletes in a public national high school located in a rural municipality of Cebu Province during the School Year 2023–2024. Specifically, it investigated the levels of intrinsic and extrinsic motivation, the degree of social support, and their association with the respondents' academic performance. The findings served as the basis for developing a psycho-social intervention plan to assist student-athletes in balancing academic responsibilities, athletic commitments, and other personal demands. A quantitative correlational research design was employed using a structured survey questionnaire to measure motivation and social support, while the respondents' first-quarter academic grades were used to determine academic performance. Data were analyzed using frequency count, percentage, weighted mean, and the Pearson Product-Moment Correlation Coefficient. The results revealed that extrinsic motivation was significantly associated with the academic performance of student-athletes, indicating that external factors such as recognition, rewards, encouragement, and expectations positively influenced their academic achievement. Conversely, intrinsic motivation and social support showed no statistically significant relationship with academic performance. Based on these findings, the study recommends the implementation of the proposed psycho-social intervention plan to strengthen student-athletes' capacity to effectively manage their dual roles and sustain satisfactory academic performance. The intervention may also provide schools with a structured framework for supporting the holistic development of student-athletes.